The%20School%20Board%20President%20Called

1
The School Board President Called

• Can You Justify Technology Next Tuesday?

2
A Little Philosophy

• Hegel and educational technology
• Thesis
• Antithesis
• Synthesis

3
Jane Healy, Failure to Connect

• Blames technology for bad pedagogy and poor
  parenting
• Dismisses most positive research as sponsored by
  computer corporations or conducted by wanna-be
  educational consultants (p. 22) then quotes a
  study sponsored by music educators Although
  one might wish for a more objective funding
  source, the results have been provocative. (p.
  230)
• Accuses techno-pushers of hysteria then says,
  If you dont limit computer time, dont be
  surprised when he starts to have attention,
  learning, or social problems. (p. 226)

4
Clifford Stoll

• Silicon Snake Oil and High Tech Heretic
• Seems to advocate no computers in classrooms
• Most famous quote No computer can teach what a
  walk through a pine forest feels like. Sensation
  has no substitute. (p. 138)
• Thinks field trips cost 100 or 200

5
Todd Oppenheimer

• The Computer Delusion, Atlantic Monthly, July
  1997
• Suggests that schools are buying computers at the
  expense of other programs
• Questions the need to teach computer skills

6
Todd OppenheimerBonnie Bracey Replies

• Vanderbilt University
• Indianas Buddy System
• Stevens Institute of Technology
• Israeli researchers

7
Todd Oppenheimer

• Quotes Stoll Computers in classrooms are the
  filmstrips of the 1990s. We loved them because
  we didnt have to think for an hour, teachers
  loved them because they didnt have to teach, and
  parents loved them because it showed their
  schools were high-tech. But no learning
  happened.

8
Larry Cuban

• Computer Meets Classroom Classroom Wins,
  Teachers College Record, Winter 1993
• Technology historian
• Begins with the question Why is electronic
  technology used far less on a daily basis in
  classrooms than in other organizations?
• Only recently has technology been part of
  education reform rhetoric

9
Larry Cuban 3 Scenarios

• Technophile Electronic Schools of the Future
  Now
• Preservationist Maintaining While Improving
  Schooling
• Cautious Optimist Slow Growth of Hybrid Schools
  and Classrooms

10
Adopting Technology
11
David Dwyer and ACOTImpact of Technology Over
Time

• Adoption Stage
• Struggles
• May revert to traditional methods
• Adaptation Stage
• Clear goals lead to improvements
• Less use of content software and more of tools

12
David Dwyer and ACOTImpact of Technology Over
Time

• Appropriation Stage
• Comfortable enough to forget the technology
• Changed to constructivist methods
• Innovation Stage
• Opened up instructionally
• Project-based learning

13
Dwyers Vision

• Technology is unlike other educational
  innovations because its happening outside the
  schools, too.
• Recommends a gradual approach
• Must focus on environment and instruction

14
Presidents Committee of Advisors on Science and
Technology

• Report to the President on the Use of Technology
  to Strengthen K-12 Education in the United
  States, March 1997
• Due to high costs of hardware and software, all
  involved have an interest in evidence about the
  efficacy and cost effectiveness of technology
• Research could be used to maximize the ratio of
  benefit to cost.
• Small improvements in this ratio can have a real
  impact on local, state, and federal education
  budgets

15
Jamie McKenzie

• Program evaluation is necessary
• What kind of investment will pay the greatest
  learning dividends?
• What are the desired student outcomes?
• Job Skills
• Improvement of test scores
• Curriculum integration

16
Jamie McKenzie Program Design and Implementation

• Identify research questions worth asking
• Commission an evaluation design and explore the
  significance of findings
• Suggest program changes as data warrants them

17
Jamie McKenzieFormative Evaluation

• The collection of data as programs proceed
• Collect relevant data
• Quantitative (numerical)
• Qualitative (descriptive)
• Reflective practice
• Include staff members to avoid fears of
  accountability

18
Jamie McKenzieSummative Evaluation

• Collection of data to judge the overall success
  of a program
• Way to reassure governing bodies that programs
  are being effective
• Bang for the buck
• Market your new technologies to tax payers who
  feel that the way they learned was good enough
  for them

19
Jamie McKenzieWhy So Little Evaluation?

• Do not have the expertise or resources to conduct
  evaluations
• Want to protect new programs from scrutiny
• Accountability is a dirty word
• Little understanding of formative evaluation
• Vendors have a lot at stake

20
Jamie McKenzieWhy So Little Evaluation?

• Little respect for research
• Technology is seen as capital rather than program
• Evaluation requires clear goals
• Good evaluation design standards may create
  political problems
• Innovation conflicts with need for stability

21
Be Your Own PR Person

• Keep track of whats going on
• Invite teachers to the school board meeting to
  show off projects
• Enter contests
• Be proactive and take the time to document whats
  happening

22
Do Your Own Evaluation

• CEO Forum (The STaR Chart People)
• LoTi (Natl Business Education Alliance)
• U.S. Department of Education
• Greeneville City School System
• K-5 Survey
• Respondents were supportive
• Had problems with management

23
Technology-Enriched Teaching and Learning
Multi-District Project
24
The Balanced Performance Model The Indicators

• Communication
• Within the School System
• Within the Broader Community
• Teaching and Learning
• Integration with Curriculum
• Instructional Strategies and Techniques
• Assessment of Student Learning

25
The Balanced Performance Model The Indicators

• Planning and Information Management
• Organizational and Professional Development
• Access, Reliability, and Equity
• Vision and Leadership

26
Balanced Performance ModelLevels of Performance

• Entry A system point of view does not exist.
  It is characterized by a lack of clarity about
  what to do, inconsistency in implementation, and
  variations in results.
• Beginning A system point of view is being
  formulated. It is characterized by the
  establishment of basic procedures, limited
  implementation, and anecdotal results.
• Proficient A system point of view is in place.
  It is characterized by sound plans and policies,
  widespread implementation, and results that are
  substantiated by data.

27
Balanced Performance ModelLevels of Performance

• Exemplary A system point of view is firmly in
  place. It is characterized by comprehensive
  plans and policies, integrated and widespread
  implementation, and results that are
  substantiated by multiple forms of data.
• Optimal Most favorable or desirable state. A
  system point of view prevails. It is
  characterized by comprehensive and integrated
  plans and policies, full implementation, and
  results that are substantiated by local, national
  and international measures of excellence.

28
Levels of Performance and Phases of Performance
Development
Approach
Implementation
Results
Lack of clarity. No plans or processes developed.
Inconsistent use of technology.
Wide variation in results. Little evidence of
improvement.
Entry
Beginning
Proficient
Exemplary
Strong evidence from multiple sources of positive
results for all students.
Technology is fully supported and consistently
used.
Comprehensive plans. Technology is fully
integrated.
Optimal
29
Benchmarking the Data The Wheatfield
30
Technology LearningJune 2000

• Norris, Smolka and Soloway
• Convergent Analysis web site
• Fodors Guide to Research Literature
• Profiles on the use of technology in writing and
  science education

31
How to Use Research

• Teacher education
• Policy decisions (money)
• Curriculum ideas (best practices)
• Motivation and affirmation

32
Problems with Research

• Identifying relevant articles
• Accessing relevant articles
• Reading articles
• Jargon
• Bias
• Thin descriptions

33
Suggestions

• Have a good question
• Use lit reviews
• Avoid obscure things
• Be willing to work a little

34
Jay Sivin-Kachala

• Ask the right questions.
• Which is better technology or no technology?
  (too broad)
• Under what conditions is technology valuable?
• Sample Media Questions
• Do Computers Make Kids Smarter?
• Why Computer Make Bad Teachers

35
Jay Sivin-Kachala

• What software is being used, how well is it
  matched to the schools curriculum objects, how
  well is it matched to the needs and learning
  characteristics of the students, and what role is
  the teacher playing before, during, and after its
  use?

36
Sivin-Kachala

• Focuses on need for goals besides having
  computers in every classroom
• Are you using the technology in a way related to
  those goals and do you have the right assessment
  tool?

37
Sivin-KachalaEnvironmental Characteristics

• Key Factors
• District-level involvement and
• A school-level computer coordinator
• Teachers are more effective after receiving
  training in technology integration
• Time
• Incentive
• Support System

38
Sivin-KachalaEnvironmental Characteristics

• Teachers should carefully plan and actively
  participate in learning activities that
  incorporate tool software
• Teachers should offer students self-directed
  learning experiences and activities that
  encourage self-expression
• Students benefit from personal interaction among
  staff members

39
Matching Measurement to GoalsKoedinger and Sueker

• Studied effect of an intelligent algebra tutor on
  higher order skills development in the context of
  authentic, realistic problem solving tasks
• On a performance-based assessment focusing on
  qualitative reasoning the computer group scored
  significantly higher
• On the standard departmental final which focused
  on standard algebra skills there was no
  significant difference

Sivin-Kachala
40
Matching Measurement to GoalsVanderbilt
University

• The Adventures of Jasper Woodbury
• Focused on higher order thinking skills related
  to solving math word problems
• Jasper students were superior to non-Jasper
  students on a assessment of higher order skills
  while the more traditional computation skills
  improved at the same rate for both the computer
  and non-computer groups.

Sivin-Kachala
41
Arent most of the successes based on good
teaching?

• Dont separate the elements of a successful
  program to give one component all the credit
• University of Minnesota study shows how
  technology can serve as a support to teacher-led
  instruction
• Software was a catalyst to non-computer
  activities
• In studies where a good teacher taught both the
  computer and non-computer groups the positive
  tech effects were less pronounced
• Many software programs provide experiences a
  teacher cant replicate.

Sivin-Kachala
42
Sivin-KachalaPositive software experiences

• Software developers put dollars, time and
  research into good high-quality software
• Youre buying research and thinking and
  experimentation
• Software can help shift a teachers focus
• As students complete computer math drill teacher
  can be doing something else

43
Sivin-KachalaBest Uses

• Combine tools with instruction
• Instruction that combined word processing and a
  process writing approach lead to better results
  on a holistic writing assignment
• Technology Usage is more effective is teachers
  are trained
• The amount of time spent on the computer makes a
  difference

44
Jay Sivin-Kachala, 1998

• 219 research studies
• Students in technology rich environments
  experienced positive effects on achievement in
  all major subject areas
• Students in technology rich environments showed
  increased achievement in preschool through higher
  education for both regular and special needs
  children
• Students attitudes toward learning and their own
  self-concept improved consistently when computers
  were used for instruction

45
Jay Sivin-Kachala, 1998

• Inconclusive Findings
• The level of effectiveness of educational
  technology is influenced by
• the specific student population,
• the software design,
• the educators role, and
• the level of students access to the technology

46
Words of Advice

• Its not just the technology that determines the
  quality of a learning situation its the whole
  mix-what the class does before they use
  technology, what the teacher does while students
  use technology, how the students are grouped, how
  prepared students are for technology-based
  learning experiences, and what the class, groups
  or individual students do as a follow-up to using
  the technology.
• Jay Sivin-Kachala, from an interview with
  Technology and Learning Online

47
National Center for Educational StatisticsReport
on Teachers Technology Use

• Teachers are likely to integrate computers and
  the Internet if
• Access to adequate equipment
• Connections in their rooms
• Key factor
• Teachers preparation and training to use
  education technology

48
National Center for Educational StatisticsReport
on Teachers Technology Use

• Approximately one-third of teachers reported
  feeling well prepared or very well prepared to
  use computers and the Internet for classroom
  instruction
• Less experienced teachers felt better prepared to
  use technology than their more experienced
  colleagues

49
National Center for Educational StatisticsReport
on Teachers Technology Use

• Barriers to Use
• Not enough computers
• Lack of release time to learn
• Lack of time in schedule for students to use
  computers in class
• Teachers who perceived barriers were less likely
  to use technology

50
Eric Digest, 1998

• Applications of Technology to Basic Skills
• Applications of Technology to Advanced Skills
• Effects of Technology on Student Attitudes
• On-line Technologies
• Use of Technology by Teachers and Administrators
• Factors That Help Technology Succeed
• Evaluating the Impact of Technology

51
Basic SkillsEric Digest, 1998

• Using educational technology for drill and
  practice of basic skills can be highly effective
  according to a large body of data and a long
  history (Kulik 1994)
• Students usually learn more and learn more
  rapidly in courses that use computer assisted
  instruction across all subject areas and in all
  instruction from preschool to higher ed
• CAI in the military can be more cost effective
  than additional tutoring, reduced class size, or
  increased instruction time

52
Advanced SkillsEric Digest, 1998

• Constructivist approach is made easier by
  technology and may even be driven by it
• Recent developments are difficult to gauge in
  terms of educational effects

53
Student Attitudes Eric Digest, 1998

• Bialo Sivin-Kachala (1996)
• Students feel more successful in school are more
  motivated to learn and have increased self
  confidence and self esteem when using CAI
• Particularly true when the technology allows the
  students to control their own learning
• Across a variety of subject areas
• Especially noteworthy when students are in
  at-risk groups (special education, inner city,
  rural)

54
On-Line Technologies Eric Digest, 1998

• Not much research on the Internet
• Some recent studies illustrate positive effects
• CAST (1996) shows higher scores on measure of
  information management, communication, and
  presentation of ideas
• Corporate-sponsored study

55
Teachers and Administrators Eric Digest, 1998

• Use computer tools to streamline record keeping
  and administrative tasks
• Free up time for instruction or professional
  development
• Decreasing isolation by using e-mail and the
  Internet to communicate
• Increasing professional development activities

56
Factors for SuccessEric Digest, 1998

• Glenna Melmed (1996)
• Evidence of a detailed technology plan
• Consider funding
• Installation
• Integration of equipment
• Ongoing management of technology
• Clear vision of the goals
• Teacher Training operating and integrating

57
Factors for SuccessEric Digest, 1998

• Support from administration
• Funding
• Restructuring schedules and physical space to
  reflect the new learning environment
• Support from the community
• Support from government

58
Evaluating TechnologyEric Digest, 1998

• Glenna Melmed
• Available tests do not reliably measure the
  outcomes being sought
• New tests need to be developed

59
Evaluating TechnologyEric Digest, 1998

• Assessments of the impact of technology are
  really assessments of instructional processes
  enabled by technology
• Outcomes are dependent on the quality of
  implementation of the entire instructional
  process.
• Instructional design
• Content
• Teaching strategies
• Dynamic nature of technology makes meaningful
  evaluation difficult.

60
Wall Street JournalHard Lessons

• Computer labs are lousy places for computers.
• Struggling students get more out of computers
  than average or above-average students.
• Most teachers still dont know how to use
  computers in class.
• School systems must plan computer use carefully.

61
Wall Street JournalHard Lessons

• Computers are a tool, not a subject.
• Kids flourish when everyone has a computer but
  schools arent spending enough to guarantee that.
• Schools cant handle hand-me-downs.
• Computers dont diminish traditional skills.
• The Internet and email excite kids by giving them
  an audience.
• Kids love computers.

62
Seven Factors for Success

• Technology initiatives should start with
  instructional goals.
• Technology should be linked to curricular goals
  and frameworks.
• Technology and the assessment system must be
  compatible.
• Teachers and technology need to work together.

63
Seven Factors for Success

• Teachers require ongoing pedagogical and
  technological support.
• District has committed at least 30 of budget to
  teacher training
• Continual training tailored to teacher needs
• On-site staff development
• Just in time training
• Community and parents involvement enhance the
  likelihood of success.

64
Seven Factors for Success

• Business plays an important role in technology
  and school reform.
• Equipment grants
• Support for specific programs
• Helping with fundamental change

65
Center for the Study of Writing and Literacy, 1992

• Computers do not function as independent
  variables in classrooms, but rather as part of a
  complex network of social and pedagogical
  interactions.

66
The Vision

• We know from the Apple Classroom of Tomorrow
  studies and similar studies from IBM, that the
  computers alone make little difference. It is
  when the learning environment changes that
  student learning changes. When teachers use the
  tools to engage children in active construction
  of knowledge projects that are related to
  standards for learning and when instruction,
  curriculum and assessment are tied neatly
  together, then learning occurs.
• Dave Mintz
• National Alliance for Restructuring Education

67
Specific Studies

• Kulik Meta Analysis
• ACOT
• Writing to Read
• Accelerated Reader
• Middleton and Murray

68
Kulik Meta Analysis

• Kulik begins with the problems
• Computer based instruction means many things
• Evaluation has been used in many ways
• Meta analysis was named by Gene Glass in 1976
• Refers to a statistical analysis of a large
  collection of results from individual studies for
  the purpose of integrating the findings

69
Kulik Meta AnalysisOverview

• Points to a dozen separate meta-analyses that
  have tried to answer the question of the
  effectiveness of CAI
• Yielded the conclusion that programs of CAI have
  a positive record in the evaluation literature

70
Kulik Meta Analysis Major Points of Previous
Studies

• Students usually learn more in classes in which
  they receive computer-based instruction
• Students learn their lessons in less time with
  computer-based instructions

71
Kulik Meta Analysis Major Points of Previous
Studies

• Students like their classes more when they
  receive computer help in them
• Students develop more positive attitudes toward
  computers when they receive help from them in
  school.
• Computers do not have positive effects in every
  area in which they are studied.

72
Kulik Meta Analysis Conclusions

• Computer tutoring produces positive results
• Students usually learn more faster
• Clearly greater than the gains produced by
  instructional technologies that rely on print
  materials
• Only Stanford-CCC has been around long enough to
  be studied and results are positive

73
Kulik Meta Analysis Other Computer Applications

• Findings are unimpressive for managing,
  simulations, enrichment, and programming
• Logo results are variable with individual tests
  yielding high results and group tests yielding
  indifferent results

74
ACOT

• Begun in 1985 as a research program on impact of
  interactive technologies on teaching and learning
• Provided students and teachers an Apple computer
  at home and school
• Provision of technology access
• Site freedom to develop technology-supported
  curriculum and pedagogy
• Resulting study of what happens

75
ACOTEvaluation

• Conducted a series of evaluations at five
  original sites from 1987 to 1990
• Had to constantly find new ways to evaluation
  outcomes based on up close observation of sites
• Formative evaluation evolutionary character

76
ACOT Triangulation

• Assess progress based on a range of measures and
  multiple benchmarks
• Compared students basic skills performance to
  nationally reported norms
• Comparison of student progress and achievement
  over time
• Comparison of ACOT classrooms with
  demographically similar classrooms
• Gathering data on classroom practices and
  parents background

77
The Importance of ACOT

• The findings about ACOT were less important than
  the questions it raised about evaluation and
  current assessment methods
• Had a positive impact on student attitudes
• Contributed to changing teaching practices

78
The Inconclusions of ACOT

• On standardized tests, ACOT students did not
  perform any better than comparison groups or
  nationally reported norms who did not have access
  to computers or the teaching and learning reforms
  implemented in ACOT schools

79
David Dwyer and ACOT

• Memphis Schools found significant gains in
  mathematics and language arts basic skills
• 30 is the magic number takes 30 less time to
  learn the same things with help from the computer
• Most remarkable improvement was in writing fluency

80
David Dwyer and ACOT

• Points to the importance of instruction as an
  element in increasing writing skills
• Admits that the flaw with ACOT is that
  participation was voluntary
• Dramatic results
• 90 went to college (15 for school)
• Dropout rate was 0 (30 for school)
• Better attendance

81
David Dwyer and ACOT

• Emphasizes need for staff development
• Teachers are trained as teams
• Develops collegiality
• Encourages them to learn from and help each other

82
David Dwyer and ACOTThe Down Side

• Lots of work to change the system
• Sometimes teachers perceived changes that just
  werent there
• Teaching kids to use the tools took too much time
  away from content

83
Writing to Read

• Name to Know Jean Casey
• Casey widens the definition of literacy to
  include speech (interacting with computers)
• Computer language must be learned early just like
  any other language
• Questions the emphasis on learning to write

84
Writing to Read

• Name to Know Slavin
• Negative findings
• Had a small but positive effect for kindergarten
  students but did not positively effect the
  reading achievement of first graders
• WTR gains were not maintained

85
Writing to Read

• Casey responds
• Writing to Read 2000 has gone through major
  changes
• Studies used existing reading tests that tested
  isolated skills that dont test self esteem and
  confidence in writing
• Need to use quantitative and ethnographic data to
  evaluate program

86
Writing to Read

• Two positive studies
• Mississippi first graders made greater gains in
  literacy skills than traditional instruction
  regardless of socioeconomic, racial or gender
  differences
• Alaskan students were empowered to write and
  moved beyond the cultural bias of standardized
  tests in evaluation

87
Writing to Read

• Simi Star Project
• Six school districts, 24 classrooms
• Evaluations shows they were writing and reading
  two levels higher than peers in classroom without
  technology
• Five years later they were still using the
  computer as a tool to enhance learning
• Most success was found in schools where teachers
  wanted technology integration

88
Accelerated Reader

• Vollands, Topping and Evans (1996) found that
  after using AR for six month, students showed
  statistically significant increases about the
  control group of students on measures of silent
  reading comprehension, oral reading accuracy, and
  comprehension
• Very small group (27 AR/12 Control)

89
Accelerated Reader

• Peak and Dewalt (1994) used 50 ninth graders
• Half has used AR since 4th grade
• Half has never used AR
• In third grade, non-AR students had higher
  reading scores
• In later testing years, AR students scored higher
  on reading measures

90
Accelerated Reader
End of 8th Grade Results
AR Students Non-AR Students
Average reading score of 788 Yearly average reading gains of 13 points Average reading score of 766 Yearly average reading gains of 5.5 points
AR students reported reading more hours per week
and checking out more library books
91
Accelerated Reader

• Institute for Academic Excellence
• Studied use of AR in 2,511 Texas Schools
• Compared TAAS pass rates of AR schools to median
  pass rates of non-AR schools
• At all grade levels tested, the AR schools tended
  to score above their median on the reading and
  writing test
• Proportion of AR schools scoring above non-AR
  schools was 53 to 58 percent (statistically
  significant)

92
Middleton and Murray, 1999

• Examined relationship between levels of
  technology implementation in the classroom and
  standardized test scores in reading and
  mathematics in grades four and five
• Teachers were surveyed using the Levels of
  Technology Implementation (LoTi) instrument to
  determine their personal level of technology
  implementation in their classroom
• Gathered standardized test achievement data from
  students to see if any correlation could be made
  between students of low level and high level
  technology users

93
Middleton and Murray, 1999

• Students academic achievement was affected by the
  level of technology used by the classroom teacher
• Higher level of technology usage reported by 5th
  grade teachers and the findings indicated that
  the academic achievement of 5th grade students
  was statistically higher than those of 4th grade
  students

94
Middleton and Murray, 1999

• Supports finding of Johnson Johnson (1996) who
  determined that successful implementation of
  technology depends on the classroom teacher
• Teachers must see technology as an important and
  legitimate tool for learning

95
Middleton and Murray, 1999

• Emphasizes need for teacher training
• Technology integration increases with training
• Teachers attitudes towards technology and
  implementation are inseparable
• Says it is vital to fund inservice opportunities
  for teachers